Cooperative Learning: Jigsaw: Students will be put into four groups. Each group will be assigned a different lobe of the brain. The groups will research their assigned lobe and then students will be mixed into new groups. Each group member will be responsible for teaching their new group what they learned about their assigned lobe.
Technology: Students will use the internet to research their assigned lobe. For formative assessment, students will use Comic Life to create a cause and effect pamphlet. For example, they will show what happens if a certain part of the brain isn't working properly. Notes: I will have to walk around and make sure that students are finding accurate information on the lobes of the brain. It is crucial that students share accurate information with their classmates. Once the Jigsaw activity is complete, we will have a class discussion and review what they've learned from their classmates. Students will take a brief quiz at the beginning of the following class to ensure that they understand. Artifact: Comic Life: Create a story with cause and effect based on how the brain works.
Students will understand that the brain plays an important part in how people act and how people learn.
Students will know what the four lobes of the brain are and the major responsibilities of each.
Students will be able to show how the brain affects actions and learning.
English Language Arts - Writing
B1 Interconnected Elements
Grades 6-8
Students use a writing process to communicate for a variety of audiences and purposes.
b. Decide which information is included to achieve the desired purpose.
2. YOUR BRAIN
Hook: I will ask students to simply stand in a circle as they come into the classroom. Once everyone has arrived, I will start playing the Hokey Poky. As a class, we will do the Hokey Poky. This will hopefully help students feel less stressed because it will release endorphins and therefore, improve their moods. Once they return to their seats, I will explain to them that taking care of your brain and your body is important in order to stay focused during the day.
Graphic Organizer: Students will begin class by taking 10-15 minutes to fill out the chart. They won't be able to fill out the "Habits of Mind" piece until later. Might make for a good homework assignment after they have learned about the "Habits of Mind" in class.
Cooperative Learning: Carousel Brainstorm: Students will be broken into four groups. Each group will begin with a different subtopic of maintaining a positive self-concept: interests, skills, habits, and experiences. Students will have less than 5 minutes at each station to come up with examples of their particular topic, relating it to what they've seen or read, or even to their own lives. Students will take turns writing down the group's responses at each station.
Technology: Students will take an online quiz that will tell them what kind of learner they are. Students will do research on the habits of mind as well. Students will also experiment with Glogster. Notes: I will teach students the importance of taking care of their brains. The hook activity will be a good introduction to this. Students will realize that taking care of the brain will lead to better performance. I will also give a mini-lesson on the "Habits of Mind." Artifact: Glogster: Include what you believe is important based on tests that you have taken.
Students will understand that the brain plays an important part in how people act and how people learn.
Students will know who they are as a person and how to continually take care of themselves, especially their brain.
Students will be able to recognize their own strengths and weaknesses.
Career and Education Development - Learning About and Exploring Education and Career and Life Roles
A1 Self Knowledge and Self-Concept
Grades 6-8
Students explain how interests, skills, habits of mind, and experiences support and maintain a positive self-concept.
3. WRITTEN ADVICE
Hook: I will write a silly letter that could be submitted to an advice column. I will read it out loud at the beginning of class, asking the students to give me silly or serious advice for my silly problem.
Graphic Organizer: Advice Map Students will be asked to come up with 2-3 possible options for the person who needs advice. With each option, the students will have to defend why they think this is a good idea.
Cooperative Learning: Three-minute review: During the lesson on writing letters and giving good advice, students will have three minutes to turn to their neighbors and clarify any confusion, ask questions, and review the material that is being taught. This will give them the chance to catch up if they have fallen behind and will also get them talking about what they are learning.
Technology: Students will create a Podcast that includes both sides of the exchange (the letter asking for advice and the letter that gives the advice). In class, students may need to research the question being asked and a possible solution for it. Notes: Students will have to be shown how to format a letter and how to give reasonable and realistic advice. They will be responsible for backing up their advice with reasoning and whatever research they may find. Artifact: Podcast: Read Dear Abby letters and then respond to them, recording both sides of the exchange.
Students will understand that English comes in many forms (writing, reading, speaking, and listening) and that all of these are necessary in order to be successful, especially in the field of psychology.
Students will know how to give advice through writing letters.
Students will be able to assume the role of an advice columnist (like Dear Abby).
English Language Arts - Writing
B1 Interconnected Elements
Grades 6-8
Students use a writing process to communicate for a variety of audiences and purposes.
b. Decide which information is included to achieve the desired purpose
4. PSYCHOLOGY IN LITERATURE
Hook: Define Normal
Graphic Organizer: Students will take notes for each section of the novel that they read. These notes will help them when they go to create their blogs.
Cooperative Learning: Because this will be such a long section, it would probably be better for the students if I used a variety of cooperative learning strategies. I will probably use think-pair-share because this will give students a chance to discuss their blogs and ideas with their partners and then share them with the whole class. Students will be asked to do one Double Entry Journal assignment. For that class, students will participate in a Paired Annotation activity, where they will exchange their Double-Entry journals, discuss, and then eventually create a unified Double-Entry Journal to e shared with the class.
Technology: Students will keep a blog throughout the semester. There will be a minimum of 10 blogs, but more may be included along the way.
Notes: This section of the unit will probably take the most time, maybe 3 or 4 weeks. Students will need to be taught how to use a blog, how to complete a double-entry journal and how to look closely at what an author is saying through character's thoughts and actions. Schedule for readings can be found here .
Artifact: Blog: Respond to prompts based on the novel and its relation to psychology. Each blog will consist of the following: 1). How is peer-advising depicted through Antonia's thoughts, words and actions? 2). How is peer-advising depicted through Jazz's thoughts, words and actions? 3). Are there any other characters who voice an opinion on peer-advising in this section?
Each blog will correspond with a different section in the novel.
Students will understand that English comes in many forms (writing, reading, speaking, and listening) and that all of these are necessary in order to be successful, especially in the field of psychology.
Students will know how peer-advising is presented in literature.
Students will be able to analyze author's characterization techniques including the character's thoughts, words and actions; the narrator's description; and the thoughts, words, and actions of other characters.
English Language Arts - Reading
A2 Literary Texts
Grade 7
Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader's response.
a. Analyze an author's characterization techniques including the character's thoughts, words and actions; the narrator's description; and the thoughts, words, and actions of other characters.
5. VERBAL ADVICE
Hook: Bad Listening Graphic Organizer: **T-Chart** Students will be asked to consider the following: 1) What does active listening sound like? and 2) What does active listening look like?
Cooperative Learning: Students will be broken into teams of two. One will be assigned as the listener and the other will be assigned as the speaker. The speaker will pick a current issue in their life (one that they are willing to share with the class) and start talking to their partner about it. The listener will have to paraphrase what the speaker is saying in order to show that they understand. The listener will also have to focus on their partner's body language and try to uncover the underlying emotions. After enough practice, the roles will switch.
Technology:Once they have had enough practice with active listening, students will be asked to record an active listening exchange. This one will be scripted in order to show their understanding of the activity. It will be important to include body language, paraphrasing, and finding those underlying emotions. Notes: I will have to teach students what it means to actively listen, how to read body language, how to paraphrase, and how to find underlying emotions. Also, students will be given a review of iMovie, just in case they have little to no experience with it. Artifact: iMovie: You and a partner will participate in an active learning activity, making sure to include body language and the listening piece.
Students will understand that English comes in many forms (writing, reading, speaking, and listening) and that all of these are necessary in order to be successful, especially in the field of psychology.
Students will know what it means to actively listen to someone.
Students will be able to read between the lines of what people say when they are describing a problem in their life.
English Language Arts - Listening and Speaking
E1 Listening
Grades 6-8
Students adjust listening strategies to understand formal and informal discussion, debates, or presentations and then apply the information.
c. Acknowledge and build upon the ideas of others
6. TAKE YOUR PSYCHOLOGIST TO SCHOOL DAY
Hook: What's wrong here?After watching this video, I will ask students what negative behaviors they saw in the video. The point of this hook is to make them laugh while also showing them what NOT to do when our guest speaker is presenting. We will have a brief discussion about positive behaviors.
Graphic Organizer: KWLAs a class, we will determine what we already know about what a psychologist does. In small groups, students will determine what they would like to know. These lists will be used as possible questions to ask the guest speaker. After the presentation, students will individually fill in the "Learned" column, referring to what they got out of the presentation.
Cooperative Learning: Class, Group, Solo: This is a slight variation of "Team, Pair, Solo." Students will work as a class for the K section, work as a group for the W section, and work alone for the L section. This will provide a nice range of potential questions, but it also allows students to reflect on their own.
Technology: Students will create a Wikispace that includes information about the psychology field. They will be responsible for knowing schooling needed, salary, daily schedule, etc. They will also have to create a resume/cover letter.
Notes: I will have to review with students about how to be a proper audience member, how to take proper notes, how to do outside research, how to create a Wikispace, and how to create a resume. Chances are this lesson will probably take 4-5 days: at least one day to prepare for the speaker, one day for the speaker to present, and then 2-3 days for the students to create their Wikispaces. Resources:**
Artifact: Wikispace: You will individually create a wikispace that describes what it means to be a psychologist. Include schooling needed, salary, what they do, etc. You will also be responsible for creating your own resume.
Students will understand that English comes in many forms (writing, reading, speaking, and listening) and that all of these are necessary in order to be successful, especially in the field of psychology.
Students will know what real-world psychologists do in an average day.
Students will be able to design** an informational webpage regarding the field of psychology.
Career and Education Development - Learning About and Exploring Education and Career and Life Roles
B3 Education and Career Information
Grades 6-8
Students locate and analyze the use of different types of resources, including occupational information and labor market information, to explore post-secondary education, training, and career choices.
English Language Arts - Writing
B5 Practical Application
Grades 6-8
Students write simple business letter and documents related to career development.
c. Follow a conventional format for writing resumes, memoranda, and/or proposals.
Instructional Plan/Learning Activities
Content: The Field of Psychology1. THE BRAIN
Hook: Parts of the BrainGraphic Organizer:
Cooperative Learning: Jigsaw: Students will be put into four groups. Each group will be assigned a different lobe of the brain. The groups will research their assigned lobe and then students will be mixed into new groups. Each group member will be responsible for teaching their new group what they learned about their assigned lobe.
Technology: Students will use the internet to research their assigned lobe. For formative assessment, students will use Comic Life to create a cause and effect pamphlet. For example, they will show what happens if a certain part of the brain isn't working properly.
Notes: I will have to walk around and make sure that students are finding accurate information on the lobes of the brain. It is crucial that students share accurate information with their classmates. Once the Jigsaw activity is complete, we will have a class discussion and review what they've learned from their classmates. Students will take a brief quiz at the beginning of the following class to ensure that they understand.
Artifact: Comic Life: Create a story with cause and effect based on how the brain works.
B1 Interconnected Elements
Grades 6-8
Students use a writing process to communicate for a variety of audiences and purposes.
b. Decide which information is included to achieve the desired purpose.
2. YOUR BRAIN
Hook: I will ask students to simply stand in a circle as they come into the classroom. Once everyone has arrived, I will start playing the Hokey Poky. As a class, we will do the Hokey Poky. This will hopefully help students feel less stressed because it will release endorphins and therefore, improve their moods. Once they return to their seats, I will explain to them that taking care of your brain and your body is important in order to stay focused during the day.Graphic Organizer: Students will begin class by taking
10-15 minutes to fill out the chart. They won't be able to fill out the "Habits of Mind" piece until later. Might make for a good homework assignment after they have learned about the "Habits of Mind" in class.
Cooperative Learning: Carousel Brainstorm: Students will be broken into four groups. Each group will begin with a different subtopic of maintaining a positive self-concept: interests, skills, habits, and experiences. Students will have less than 5 minutes at each station to come up with examples of their particular topic, relating it to what they've seen or read, or even to their own lives. Students will take turns writing down the group's responses at each station.
Technology: Students will take an online quiz that will tell them what kind of learner they are. Students will do research on the habits of mind as well. Students will also experiment with Glogster.
Notes: I will teach students the importance of taking care of their brains. The hook activity will be a good introduction to this. Students will realize that taking care of the brain will lead to better performance. I will also give a mini-lesson on the "Habits of Mind."
Artifact: Glogster: Include what you believe is important based on tests that you have taken.
A1 Self Knowledge and Self-Concept
Grades 6-8
Students explain how interests, skills, habits of mind, and experiences support and maintain a positive self-concept.
3. WRITTEN ADVICE
Hook: I will write a silly letter that could be submitted to an advice column. I will read it out loud at the beginning of class, asking the students to give me silly or serious advice for my silly problem.Graphic Organizer: Advice Map Students will be asked to come up with 2-3 possible options for the person who needs advice. With each option, the students will have to defend why they think this is a good idea.
Cooperative Learning: Three-minute review: During the lesson on writing letters and giving good advice, students will have three minutes to turn to their neighbors and clarify any confusion, ask questions, and review the material that is being taught. This will give them the chance to catch up if they have fallen behind and will also get them talking about what they are learning.
Technology: Students will create a Podcast that includes both sides of the exchange (the letter asking for advice and the letter that gives the advice). In class, students may need to research the question being asked and a possible solution for it.
Notes: Students will have to be shown how to format a letter and how to give reasonable and realistic advice. They will be responsible for backing up their advice with reasoning and whatever research they may find.
Artifact: Podcast: Read Dear Abby letters and then respond to them, recording both sides of the exchange.
B1 Interconnected Elements
Grades 6-8
Students use a writing process to communicate for a variety of audiences and purposes.
b. Decide which information is included to achieve the desired purpose
4. PSYCHOLOGY IN LITERATURE
Hook: Define NormalGraphic Organizer: Students will take notes for each section of the novel that they read. These notes will help them when they go to create their blogs.
Cooperative Learning: Because this will be such a long section, it would probably be better for the students if I used a variety of cooperative learning strategies. I will probably use think-pair-share because this will give students a chance to discuss their blogs and ideas with their partners and then share them with the whole class. Students will be asked to do one Double Entry Journal assignment. For that class, students will participate in a Paired Annotation activity, where they will exchange their Double-Entry journals, discuss, and then eventually create a unified Double-Entry Journal to e shared with the class.
Technology: Students will keep a blog throughout the semester. There will be a minimum of 10 blogs, but more may be included along the way.
Notes: This section of the unit will probably take the most time, maybe 3 or 4 weeks. Students will need to be taught how to use a blog, how to complete a double-entry journal and how to look closely at what an author is saying through character's thoughts and actions. Schedule for readings can be found here .
Artifact: Blog: Respond to prompts based on the novel and its relation to psychology. Each blog will consist of the following: 1). How is peer-advising depicted through Antonia's thoughts, words and actions? 2). How is peer-advising depicted through Jazz's thoughts, words and actions? 3). Are there any other characters who voice an opinion on peer-advising in this section?
Each blog will correspond with a different section in the novel.
A2 Literary Texts
Grade 7
Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader's response.
a. Analyze an author's characterization techniques including the character's thoughts, words and actions; the narrator's description; and the thoughts, words, and actions of other characters.
5. VERBAL ADVICE
Hook: Bad ListeningGraphic Organizer: **T-Chart** Students will be asked to consider the following: 1) What does active listening sound like? and 2) What does active listening look like?
Cooperative Learning: Students will be broken into teams of two. One will be assigned as the listener and the other will be assigned as the speaker. The speaker will pick a current issue in their life (one that they are willing to share with the class) and start talking to their partner about it. The listener will have to paraphrase what the speaker is saying in order to show that they understand. The listener will also have to focus on their partner's body language and try to uncover the underlying emotions. After enough practice, the roles will switch.
Technology: Once they have had enough practice with active listening, students will be asked to record an active listening exchange. This one will be scripted in order to show their understanding of the activity. It will be important to include body language, paraphrasing, and finding those underlying emotions.
Notes: I will have to teach students what it means to actively listen, how to read body language, how to paraphrase, and how to find underlying emotions. Also, students will be given a review of iMovie, just in case they have little to no experience with it.
Artifact: iMovie: You and a partner will participate in an active learning activity, making sure to include body language and the listening piece.
E1 Listening
Grades 6-8
Students adjust listening strategies to understand formal and informal discussion, debates, or presentations and then apply the information.
c. Acknowledge and build upon the ideas of others
6. TAKE YOUR PSYCHOLOGIST TO SCHOOL DAY
Hook: What's wrong here? After watching this video, I will ask students what negative behaviors they saw in the video. The point of this hook is to make them laugh while also showing them what NOT to do when our guest speaker is presenting. We will have a brief discussion about positive behaviors.Graphic Organizer: KWL As a class, we will determine what we already know about what a psychologist does. In small groups, students will determine what they would like to know. These lists will be used as possible questions to ask the guest speaker. After the presentation, students will individually fill in the "Learned" column, referring to what they got out of the presentation.
Cooperative Learning: Class, Group, Solo: This is a slight variation of "Team, Pair, Solo." Students will work as a class for the K section, work as a group for the W section, and work alone for the L section. This will provide a nice range of potential questions, but it also allows students to reflect on their own.
Technology: Students will create a Wikispace that includes information about the psychology field. They will be responsible for knowing schooling needed, salary, daily schedule, etc. They will also have to create a resume/cover letter.
Notes: I will have to review with students about how to be a proper audience member, how to take proper notes, how to do outside research, how to create a Wikispace, and how to create a resume. Chances are this lesson will probably take 4-5 days: at least one day to prepare for the speaker, one day for the speaker to present, and then 2-3 days for the students to create their Wikispaces.
Resources:**
Artifact: Wikispace: You will individually create a wikispace that describes what it means to be a psychologist. Include schooling needed, salary, what they do, etc. You will also be responsible for creating your own resume.
B3 Education and Career Information
Grades 6-8
Students locate and analyze the use of different types of resources, including occupational information and labor market information, to explore post-secondary education, training, and career choices.
English Language Arts - Writing
B5 Practical Application
Grades 6-8
Students write simple business letter and documents related to career development.
c. Follow a conventional format for writing resumes, memoranda, and/or proposals.